Academic Stress Among College Students: Comparison of American and International Students

By R. Misra, Linda G. Castillo. 2004

528 citations recorded by the source corpus.

Subfields: Communication, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7e79c95c0237c084870882c817384e88713fd031

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In General Health Professions

In Social Psychology

Citations in the corpus

Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students (2017, background): “…with academic stress experienced within this population, including different educational systems, limited language proficiency, an unfamiliar culture, test-taking anxiety, academic skills, and performance expectations (Abel, 2002; Kosheleva, Amarnor, & Chernobilsky, 2015; Misra & Castillo, 2004).”
A review of the acculturation experiences of international students (2011, methodology): “study reported difficulties socialising with locals (Townsend & Poh, 2008). In another qualitative study, Sawir, Marginson, Deumert, Nyland, and Ramia (2008) examined experiences of loneliness in 200 Australian international students.”
Review of the Literature on Stress and Wellbeing of International Students in English-Speaking Countries (2018, background): “This phenomenon may be a confounding factor in why Asian students utilise college health centres for stress-related problems more frequently than American students (Misra & Castillo, 1995).”
An exploratory study of students’ weekly stress levels and sources of stress during the semester (2018, background): “Studies indicate that almost 80% of students report being moderately stressed or burned out which can be seen as alarming (Larson, 2006; Misra and Castillo, 2004).”
Cultural validation of the Maslach Burnout Inventory for Korean students (2011, background): “Misra and Castillo (2004) found that academic stressors (stress as stimulation) were the high amount of homework and pressures of highstakes examinations whereas reactions to these stressors were physiological (e.g., ulcers), emotional (e.g., test anxiety), behavioral (e.g., school absences), and c”
Psychological Restoration through Indoor and Outdoor Leisure Activities (2014, background): “Most studies regarding Internet addiction issues have focused on problems such as increased psychological stress (Misra & Castillo, 2004), physical problems caused by using the Internet, and how students’ academic achievements were affected (Ng & Jeffery, 2003).”
Cultural Differences and Similarities in Seeking Social Support as a Response to Academic Failure: A Comparison of American and Chinese College Students (2006, result): “While this finding runs counter to research discussing the role of academic stress across cultures, two recent studies (Misra & Castillo, 2004; Mortenson, 2001) suggest that students from Asian cultures, and Chinese international students in particular, report lower levels of emotional distress…”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “Typically, women cope with stress by seeking social support and expressing their feelings, while men often report controlling their emotions and actively engaging in problem-solving efforts (Misra & Castillo, 2004).”
Effect of Perceived Academic Stress on Students' Performance (2013, background): “Misra and Castillo (2004) conducted a study, in which they concluded that perception and reaction to stress is different in both genders i.e. male and female while Jogaratnam and Buchanan (2004) found a significant difference between male and female students on the time pressure factor of stress.”